A Pathological Analysis of Grade-Oriented and Entrance Examination Culture: Developing a Well-Being-Oriented Curriculum Model Based on Positive Psychology and the Foundations of Transcendent Wisdom
Keywords:
Grade-Oriented Culture, Examination-Centered Education, Well-Being-Oriented Curriculum, Positive Psychology, Transcendent Wisdom, Psychological Well-Being, Human FlourishingAbstract
This study aimed to investigate the psychological, educational, and social consequences of grade-oriented and examination-centered culture and to develop and validate a well-being-oriented curriculum model grounded in positive psychology and the philosophical foundations of Transcendent Wisdom. The study employed an exploratory sequential mixed-methods design. In the qualitative phase, 18 experts in curriculum studies, educational psychology, positive psychology, and Islamic philosophy of education were selected through purposive sampling, and data were collected through semi-structured interviews and analyzed using thematic analysis. In the quantitative phase, 384 teachers, educational administrators, school counselors, and curriculum specialists from Tehran were selected through multistage cluster sampling. A researcher-developed questionnaire based on the qualitative findings was used for data collection. Data were analyzed using SPSS-27 and AMOS-26 through confirmatory factor analysis and structural equation modeling. The results indicated that grade-oriented culture had a significant positive effect on academic burnout (β=0.71, p<0.001) and performance anxiety (β=0.68, p<0.001). Examination pressure significantly reduced psychological well-being (β=-0.63, p<0.001) and academic meaningfulness (β=-0.58, p<0.001). Positive psychology components (β=0.82, p<0.001) and Transcendent Wisdom components (β=0.77, p<0.001) significantly contributed to the development of the well-being-oriented curriculum model. Furthermore, the proposed curriculum model significantly enhanced psychological well-being (β=0.85, p<0.001) and reduced the negative consequences of grade-oriented and examination-centered educational culture (β=-0.79, p<0.001). Model fit indices demonstrated satisfactory fit (RMSEA=0.058, CFI=0.95). The findings suggest that grade-oriented and examination-centered educational culture are major contributors to psychological distress and diminished learning quality among students. In contrast, integrating positive psychology principles with the philosophical foundations of Transcendent Wisdom provides a comprehensive framework for designing curricula that promote balanced development, meaningful learning, personal flourishing, and psychological well-being.
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